Advertisement

Whether Mentoring in Teacher Education: Final Thoughts

Chapter
  • 880 Downloads
Part of the English Language Education book series (ELED)

Abstract

This chapter summerises the main ideas of this volumne and reemphasizes the main factors in creating a supportive environment for effective implementation of mentoring/peer mentoring models in teacher education and teacher professional development in broader contexts. It concludes by suggestions for future practice of mentoring and peer mentoring in developing teacher's professionalism in responses to the reforms in language education in Asia.

Keywords

Teacher Education Preservice Teacher Teacher Education Program Experienced Teacher Teacher Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Adamson, J. (2005). Teacher development in EFL: What is to be learned beyond methodology in Asian contexts? Asian EFL Journal, 4(4), 74–84.Google Scholar
  2. Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia-Pacific Journal of Teacher Education, 37(1), 27–44. doi: 10.1080/13598660802530503.CrossRefGoogle Scholar
  3. Bloomfield, D. (2010). Emotions and ‘getting by’: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234. doi: 10.1080/1359866x.2010.494005.CrossRefGoogle Scholar
  4. Britzman, D. P. (2003). Practices makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.Google Scholar
  5. Brown, K. (2001). Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31(1), 69–88.CrossRefGoogle Scholar
  6. Bryan, H., & Carpenter, C. (2008). Mentoring: A practice developed in community? Journal of In-Service Education, 34(1), 47–59.CrossRefGoogle Scholar
  7. Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York, NY: Cambridge University Press.Google Scholar
  8. Hamid, M. O., & Baldauf, R. B. J. (2010). Language policy issues for English teacher education in Bangladesh. Paper presented at the paper presented at the 35th annual congress of the Applied Linguistics Association of Australia (ALAA), 4–7th July 2010, The University f Queensland, Brisbane, Australia.Google Scholar
  9. Kam, H. W. (2002). English language teaching in east Asia today: An overview. Asia Pacific Journal of Education, 22(2), 1–22. doi: 10.1080/0218879020220203.CrossRefGoogle Scholar
  10. Kam, H. W., & Wong, R. Y. L. (2004). English language teaching in East Asia today: Changing policies and practices. Singapore, Singapore: Eastern University Press.Google Scholar
  11. Kaplan, R. B., Baldauf, R. B. J., & Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current Issues in Language Planning, 12(2), 105–124. doi: 10.1080/14664208.2011.591716.CrossRefGoogle Scholar
  12. Lange, D. L. (1990). A Blueprint for a teacher development program. In J. C. Richard & D. Nunan (Eds.), Second language teacher education (pp. 245–268). Cambridge, UK: Cambridge University Press.Google Scholar
  13. Le Cornu, R. (2007). Learning circles in the practicum: An initiative in peer mentoring. Paper presented at the 2007 ATEA Conference “Quality in Teacher Education: Considering Different Perspectives and Agendas”. The University of Wollongong, NSW.Google Scholar
  14. Le Cornu, R. (2010). Changing roles, relationships and responsibilities in changing times. Asia-Pacific Journal of Teacher Education, 38(3), 195–206.CrossRefGoogle Scholar
  15. Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, J. D. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention (Vol. 20, pp. 7–26): Routledge. 325 Chestnut Street Suite 800, Philadelphia, PA 19106.Google Scholar
  16. Malderez, A., & Bodoczky, C. (1999). Mentor courses: A resource book for teacher- trainer. Cambridge: Cambridge University Press.Google Scholar
  17. Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education, 22(2), 205–218.CrossRefGoogle Scholar
  18. Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589–613.CrossRefGoogle Scholar
  19. Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. doi: 10.1177/0033688208092182.CrossRefGoogle Scholar
  20. Sim, C. (2010). Sustaining productive collaboration between faculties and schools. Australian Journal of Teacher Education, 35(5). Retrieved from http://ro.ecu.edu.au/ajte/vol35/iss5/2.
  21. Tomlinson, P. D., Hobson, A. J., & Malderez, A. (2010). Mentoring in teacher education. In B. Penelope, E. B. Eva, & M. Barry (Eds.), International Encyclopedia of Education (Third Edition) (pp. 749–756). Oxford: Elsevier.Google Scholar
  22. White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: Issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181–193.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.School of EducationThe University of New South WalesSydneyAustralia

Personalised recommendations